All Students Can Succeed : (Record no. 6458)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01991nam a22001577a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240306b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781498588461 |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1025.3 |
| Item number | .S864 2020 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Stockard, Jean |
| 245 ## - TITLE STATEMENT | |
| Title | All Students Can Succeed : |
| Remainder of title | a half century of research on the effectiveness of direct instruction / |
| Statement of responsibility, etc | Jean Stockard, , Timothy W. Wood, Cristy, Coughlin, and Caitlin Rasplica Khoury. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | Lanham: |
| Name of publisher, distributor, etc | Lexington Books, |
| Date of publication, distribution, etc | 2020. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 290 Pages; |
| Dimensions | 23 cm. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI's effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Source of heading or term | Direct instruction |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Item type | Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Cost, normal purchase price | Full call number | Barcode | Date last seen | Copy number | Price effective from | Koha item type | Public note |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | General Collection | Rabdan Academy | Rabdan Academy | General Stacks | 03/06/2024 | UBH | 380.37 | LB1025.3 .S864 2020 | 22736 | 03/06/2024 | C. 1 | 03/06/2024 | Books | AED 380.37 |